DOCUMENT RESUME

LD096 126 SE 01.8 027

TITLE . INSTITUTION .Delaware state Dept. of Public Instruction, Dover.;

Del Mod System, Dover, Del. . SPONS AGENCY Natiortal Science roundation, Washington, D.C. RFPORT NO NSF-GO-6703 PUB DATE 30 Jun 73 NOTE 8p.

EDPS PRICE MF-$0.75 HC-$10.50 PLUS POSTAGE DESCRIPTORS *Autoinstruct(londikrogramq; *General Science; *Measurement;\MetricActeet *Middle Schools; Science Education; *Secondary,_ hoof Science; Teacher Developed'MaterOlis; Units of Study (Subject\, Fields)

IDENTIFIFRS *Del Mods System .

ABSTRACT This autoinstructional unit deals with' the identification of units of measure in the metric system and the construction of relevant conversion tables. Students in middle school or in grade ten, taking a General Science 0:ourse, can handle this learning activity. It is recommended that high, middle or low level achievers can use the program. Eighteen minutes is the suggested time needed. Three behavioral objectives'are given and the equipment and materials needed to help the students achieve the objectives are Hsted. A student guide and a vocabulary list' are also included in the packet. (ES) yo

, US DEPARtMENTOF HEALTH EDUCATION& WELFARE NATIONAL INSTITUTE OF EDUCATION tow.()0C0t,ft N 1 P4AS 13,.. t4 14 I P140 out XA 1 'YAS 1(k. kI I W OA: 100 PE RYON OW 014(.4NI/A ION Oki O.N ATINt. it 110IN1S 0 01i S1 Alk: 0 00 NOT 14tiSSAkeiC41, kiC Pitt SENT Ok k i(Ak NAT INstolul I. 01 OIJ( 4110N 1,05, f ION OW Pt)ey

METR I C SYSTEM

Prepared By

Diane Sisk Sci_(_nee Teacher, NEWARK SCHOOL DISTRICT

a..

June 30, 1973

Planted and ca4zminated .though the oWee the Vet Mod Component Cc .c.dinatoA OA the State Depintment oiPubtic Inztituation, _John G. Town,6 end Buitding,'DoveA, Veiaakae. 19901

1 Pitepautc.on u j thi.s ineno:,.c,tph'wasqippotted by the Nationa.e. Fewidatiim (3. lant1Vo. G.W. 6703 .tuthe DeeMildSyistom,P.0. 1.3cx192, Dove,t, Veto:Me 19901

Tigl. COUNCIL OF PRLiiiEi'AS

THE UNIVERSITY OF DELAWARE

E. Arthur Trabant, Na.idet Daniel C. Neale, CootdinatiAg Couoca TC.I.Ott2kEducatioq Robert L. Uffelman, CookoUnatuA

DELAWARE STATE COLLEGE

Luna I. Mishoe, Phe,6aekt M., Milford Caldwell, Cowrdioati.00 Ctni co Tcachot Educcaioll Ralph Hazeltor, Coutdburtoll

DELAWARE TECHNICAL AND COMMUNITY COLLEGE

Paul K. Weatherly, Plidellt

Ruth M. Laws, CookdblatbtliCoNac« td L(LictztA:on Ethel L. Lantis,.CcoAdbtaton

STATE DEPARTMENT OF PUBLIC INSTRUCTIW:

Kenneth C. Madden, Si.ate. SupoiioHtici: Randall L. Broyles, C,,,Ad.illatiuq Tearl:cit Educat6q1 John F. Reiher,

DEL MOD SYSTEM

Charlotte H. Purnell, Stat: .ccr*: John A. Bolig, 2cscaPch 0,1w,stc't

11 AT TEACHER'S GUIDE

Packet Number - AT 389.152 S

Subject - 'General Science

Grade - Middle Schooland Grade 10

Level -.H M L

Prerequisites - mathematics of fractions and

Behavioral Objectives -

1. Given a list of thefolltwing words; liter, pound, gram, quart, meter, and yard, the student shouldidentify which word measures mass, volume, and length andwhich system, metric and English, each word belongs.

2. Given a list of metric prefixes;milli-,centi-, deci-, Deca-, Recto -, and Kilo-, and basic unit(liter, meter, gram), the student should write each metric unit in its fractionaland form, and he should construct three conversion tables, onemeasuring length, one measuring mass, and one measuring volume,using base .ten.

3. Given a metric conversion test, the studentshould correctly solveA gr. ten out of fifteen problems.

EsuipantaallMaterials - (*included in packet; **mustbe prepared in advance) **laminated papers to be posted in carrel(metric, prefixes, meter-metric length, liter-metric volume, 'gram - metric mass,AA,BB) * papers A through in envelope **envelope X - teot **scrap paper * Script * Student guide * Vocabulary list *Cassette tape 414' Slides- 5 **Slide Viewer

Time - 18 minuies

Space Required - _carrel other

NOTE: (Carrell must be providedwith 110-120 v, 60 cycle electricity) METRIC .SYSTEM

Today, you will begin the firstof several tapes on themetric system. You will learn how thesystem.developed and how to convert,from one metric unit to another metric,unit. If you'do,not understand any part of the instruction, you canalways rewind the tape and hearit again. Occasionally, you will hear a shortinterlude of music, stop ' the tape and carry out theinstruction as indicated thenproceed with. the tape.

Suppose you have just returnedfrom a fishing trip. A friend asks you if you caught anyfish and the lepgth of thelongest in the, catch. You would probably answer byholding your hands apart, perhaps12 inches or more If your luck was poor and youcaught a small fish, you probablyshow,the size by holding two fingers'close together.

Would you have trouble describingthe exact size of the fish? Yes, you would.. To be more exact, youwould use a standard of measurement, such as a foot. A standard Is simply a convenientbasis which is set-up and establishedby authority as a rule of measurement.

The standat4s of measurement used today- canbe traced to ancient units of measurements. Turn the viewer to slide one. Read the caption. Before the present units werestandardized, the ancient units of measurement- were compared withthe parts of thy- body. For example, an inch was the breadth of thethualb,a mile was1,000 paces, a span was the distancefrom the tip of thethudb to the tip, of the little finger when the fingers werespread apart, and a palm was the breadth of four fingers held together. 'turn to slide two. At one time the common wasthe king's foot. What,would happen to the length of the foot, ifthe king died? When the new king took his place; the unit of measure waschanged. This created a great deal ofconfusion. It was hundreds of years beforeit was decided that measurement should bestandardized to give the same measurement, no matter whobecame king.

standardized, but the units did not add up to even sums. . The units were A fish might be longer than onefoot, but shorter than two. The problem was solved by using fractionalparts of the foot, and the fish was said to be one and one -half foot long. However, working with fractions is ofte n cumbersome.

A completely new system of measurement wasworked out, and' it was called the metric system. The relationships between the units are much simpler. The unit of length in this systemis the meter. This corresoonds, as you know, to the yardin the Englis.4 system. A meter is approximately pm rortymillionth of the distance from theNorth S. ca Pole to. the Equator. Because this diStance does notchange, it is much easier to use than the'dimensions of the foot, hand, thumb, or palm. It was Delambre and Mechain whomeasured a portion of the unit meridian; that is, the meridian that passesthrough Dunkirk, France and Barcelona, Spain. After seven years of 'measuring, these men presented the FrenchAcademy of Science ,with a standard meter made of platinum and iridium. This meter is now kept in Sevres, France. Turn.to slides 3, 4, and 5 and read thecaptions.

,In 1960 an International Bureau of Weights andMeasures changed the standard meter to a multiple of wave lengths of the orange-red line ,spectrum of gas, krypton-86. The standard meter is now 1,650,763.73 times the wavelengths of this gas.

The unit of volume in this system is the liter.What units would measure liquids in the Englishsystem? You might say fluid ounces, cups, or gallons, but thestandard is the qtfart. The kilogram is the standard unit of mass, and in the English system,tt is the pound.

, Let's recall some'of the unit namesthat-identify mass, volume,and length./ You may have mentioned ounces,pounds, or tons for mass; pints, inches feet, yards, or miles forlength; and fluid ounces, cups, quarts, or gallons forvolume. Notice the units areall different. This is not so with themetric system. This systeM combinesspecific prefixesVith the name of thebasic unit&hether that is gram,liter, What is a or teter, toshow the size of the unit. Let's review. , in front of the prefix? That's right. It is something which goes root word., The oneswhich are frequently use'l aremilli-,centi-, deci-, Deca-, Hecto-, andKilo-,.Milli- is the smallest unitprefix. Each prefix after milli- islarger with Kilo- thelargest. In the envelope, find the paperlabelled A. Look-.t eachprefix. The prefix, milli-, means one - thousandth..How would you,tite it?That's right. You could write it as1/1000 or as 0.001. Re ember either formis correct, only the firstis a fraction while thesecod is a decimal./ and try to work Let's do the next, prefix, centi-. Turn off the cassette. the problem thenehecik your answer with the tape. Use scrap paper It'. can be in the envelope. The prefix, centi-, meansone-hundredth. written as 1/100 or as 0.01. How would you expressthe basic unit? As we have stated,t:he basic unit for mass isthe gram, for volume is the liter, and for length ist:he meter. We can expre,,s the basic unit in a fractional anddecimal form. The fractional form is1/1 and the decimal form is 1.0. How would you expressthe prefix, Deca-? The fractional form of Deca-is 10/1 or in and thedecimal form is 10.0. Take the paper labelled B fromthe envelope. Study the prefixes. expressed as Notice that the pri_.xes, milli-,centi-, and deci-, are and one over somemultiple of ten while theprefixes, Deca.:., Hecto-, Kilo-,.are expressed as somemultiple of ten over one. Remember milli- is larger with Kilo- is the smallest prefix. Each prefix after milli- the largest. When you can express each prefixin its fractional and THIS PAGE WAS MISSING FROM THE DOCUMENT THAT WAS SUBMITTED TO ERIC DOCUMENT RE 'PRODUCTION SERVICE:

4' -4-

is 8Q dl equal 8 liters because 8.times 10 di'equal 8 timievl liter. Lets try several problems. Look for the' paper labelled G. This paper hat; four problemp. Work each problem carefully. The answers and Make certain you understand how the solutions are found on paper H. 4m, answers evolved before going on. ti Suppose that a Length of an object is 14 cm.This amount could also be written as 0.14 m or as 140 mm. because the units of length in the metric system are related by powers of ten. Thus, it is possible to, convelt from one unit to another unit by merely moving the decimal1o4nt in the proper way. For example, in converting from 0.14 m to mm, the decimal point is moved three places to the right. Howevar, in converting from 140 mm to meters, the decimal point is moved three places to the left. An easy way to do this is to write down'all the prefixes, including the basic unit from small to large - or milli- to Kilo-. If you go from a small unit prefix as to a larger unit prefix, as ,Kilo -, or down the soale,' you move the decimal point to the left. If you go up the scale, from a largerunieprefix toa smaller unitTrefix, ,then you move the decimal point to the right. Think of the turn signals on an automobile. Push the indicator up and you signal for a right turn; push the indicator down and you signal for a left turn.

Okay so far.You now know down the prefix scale, move the deciOal point to the left; up the prefix scale, move the decimal point to, the right. These are posted as AA and BB.How many places do you move the decimal point? you move the decimal point he number of places you go up or down the prefix scale. For instance, you want to change 2,000 mm to Kilometers. Find the paper labelled I in the envelope. Notice that, the problem is written first, then the prefix scale, including the basic unit, meter. Also note that you are going down the scale and will move the decimal point-to the left. From to centi-, is one decimal place, from centi- to deci- is another or a total of two decimal places, from dezli- to the basic unit, meter, is another decimal place or a total of three, until you come to Kilo- or a total ofsix decimal places to the left. Two thousand mm means 2000.0. The problem is asking you to express this in terms of Km. The next step is easy. Just move the decimal point six places to the left or 0.002000 as you can see on paper I.

Try the three problems on paper J. The answers and solutions are on paper K. When you have succeeded with this tape, you may rewind the tape, return the viewer to slide one, and place all papers in the envelope in the order you found them. In the envelope marked "X" yglu will find one out of a possible five tests. Remove the test, follow its dir,,,ctions, and return it to me. -5- S

STUDENT GUIDE

INTRODUCTION METRIC SYSTEM-HISTORY METRIC CONVERSIONS

Use this guide to write uay dotes orcomments you wish to keepfrom this experience.

1. Given a list of the following words,liter, pound, gram, quart, meter, and yard, thzstudent should identify which word measures mass, volume, andlength and which system, metric andEnglish, each word belongs.

itt

2. Given a list of metric prefl.xes,milli-, centi-, deci-, Deca-, Hecto-, and Kilo-,and basic unit (liter, meter, gram), the student should write each metric unitin its fractional. and decimal form, and he shouldconstruct three conversion tables, one measuring length, one measuring,mass,and one measuring volume, using base ten.

Given a metric conversion test,the student should correctlysolve ten out of fifteen problems.

7 Take out a pencil; put on theheadphones; turn on 'the tape player;and follow the taped instructions. VOCABULARY LIST

Foot length of living king's foot

Gram - standard unitof volume in metr system

Inch - breadth of thumb

Line spectrum - range of color

in metric system Liter - standard unit of volume c Meridian - imaginary line that passesthrough thepoles

Meter - standard unit oflength in metric system

Mile - 1,000 paces

Palm - breadth of four fingershelld together

Prefixes - something which goesbiefore the root wrd- Metric prefixes:

milli- 0.001 Deca- 10.0 centi- 0.01 Hector 100.0 deci- 0.1 Kilo- 1000.0 Basic Unit 1.0

Span - distance fromtip of thumb to tip of littlefinger when fingers aTe spread apart

Standard basis which is set-up andestablished by authority as a rule of measurement